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Robots in the Classroom: What Teachers Think About Teaching and Learning with Education Robots

机译：教室中的机器人：教师对使用教育机器人进行教与学的看法

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In the present study, we investigated teachers' attitudes toward teaching with education robots and robot-mediated learning processes. We further explored predictors of attitudes, and investigated teachers' willingness to use robots in diverse learning settings. To do so, we conducted a survey with 59 German school teachers. Our results suggest that teachers held rather negative attitudes toward education robots. Further, our findings indicate a positive association between technology commitment and teachers' attitudes. Teachers reported a preferable use of robots in domains related to science, technology, engineering, and mathematics (STEM). Regarding expectations toward the future use of education robots, teachers mentioned their motivational potential, using robots as information source, or easy handling. Teachers' concerns, however, were associated with the disruption of teaching processes, additional workload, or the fear that robots might replace interpersonal relationships. Implications of our findings for theory and design of education robots are discussed.
机译：在本研究中，我们调查了教师对使用教育机器人和机器人介导的学习过程进行教学的态度。我们进一步探讨了态度的预测因素，并调查了教师在各种学习环境中使用机器人的意愿。为此，我们对59名德国学校教师进行了调查。我们的结果表明，教师对教育机器人持相当消极的态度。此外，我们的发现表明技术投入与教师态度之间存在正相关关系。老师们报告说，在与科学，技术，工程和数学（STEM）相关的领域中，机器人的使用较为可取。关于对未来使用教育机器人的期望，老师提到了他们的动机潜力，将机器人用作信息源或易于使用。然而，教师的担忧与教学过程的中断，额外的工作量或担心机器人可能会取代人际关系有关。讨论了我们的发现对教育机器人的理论和设计的意义。

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